Hayse 1

Katherine Hayse

Term III Math Lesson: Making arguments using addition strategies and critiquing reasoning

What
In this lesson, students will both use and apply addition strategies that they have been
working on so far this year, as well as engage in mathematical discussion and critique the
reasoning of others. INSERT Commented [GLT1]: Katherine-start off here by
Over the first few months of school, students have been working on using different explaining the meaning of addition that you want
students to understandis this about joining,
strategies for solving addition and subtraction problems within 20. This lesson will extend on combining, or adding onto? (Think about how you can
this learning baseline additive knowledge by presenting a multiplicative problem. Since this use CGI and/or OGAP concepts here to explain the
problem is going to be truly problematic for students, they will need to apply their knowledge of mathematics that is at play. You also need to be
specific about the addition strategies you expect
numbers within 20 to larger numbers and develop new methods for solving problemsor adapt students to use.
ones they already know to solve new problems (Hiebert et al. 24). This will leave them with a
stronger understanding of why additive strategies work, since they will have to come to the Commented [GLT2]: What kind of multiplicative
understanding themselves. situation is it (use CGI and OGAP to help you here)?
Why is this a logical extension of their addition work?
Additionally, since the general meaning of a problem rather than specific words or
phrases determines both the difficulty of the problem and the processes students use to solve it, Commented [GLT3]: This is very nicely stated. To push
you a little furtherwhat are some of the strategies you
I think that this higher difficulty problem will force my students to be more reflective and might expect to see? What are some of the challenges
strategic about how they choose to solve the problem than they might have been when working the students might face?
with familiar numbers within 20 (Chapin and Johnson 56). This will also help to build their Commented [GLT4]: Provide an opportunity for (?)
understanding around why different strategies are effective and how to best utilize them when
working with larger numbers that are more difficult to represent. Commented [GLT5]: This is something that you will
have to help make explicit during the After part of the
lesson.
This lesson will also help students develop their ability to compare the effectiveness of
two plausible arguments, distinguish correct logic or reasoning from that which is flawed
[and] justify their conclusions, communicate them to others, and respond to the arguments of
others (CCSS, MP3). Students are not just expected to systematically solve math problems, but
rather, they need the tools to be able to reason about why their answer makes sense, and explain
that reasoning to others. In first grade, students will just be at the early stages of learning to Commented [GLT6]: Nice. So I'm understanding that a
defend their answers. This often involves using concrete referents such as objects, drawings, main focus of the mathematical work of this lesson is going
to be about giving them a space in which to do this.
diagrams, and actions, which I will encourage my students to do throughout the lesson as a
means to show their thinking (CCSS, MP3). After this lesson, students will be able to share their Commented [GLT7]: You are thinking ahead to the
reasoning with others and listen and attempt to make meaning from their peers mathematical supports they might need in order to try to defend their
strategies. reasoning to others. What challenges do you
anticipate that they might have?
Over the first few months of school, students have been working on using different
strategies for solving addition and subtraction problems within 20. This lesson will extend on Commented [GLT8]: They likely will not reach mastery
in one gothink more about how you might word this
this learning baseline additive knowledge by presenting a multiplicative problem. Since this goal (remember the 3 ways of wording the
problem is going to be truly problematic for students, they will need to apply their knowledge of Pythagorean Theorem goal in class).
numbers within 20 to larger numbers and develop new methods for solving problemsor adapt Commented [GLT9]: What kind of multiplicative
ones they already know to solve new problems (Hiebert et al. 24). This will leave them with a situation is it (use CGI and OGAP to help you here)?
Why is this a logical extension of their addition work?
stronger understanding of why additive strategies work, since they will have to come to the
understanding themselves. Commented [GLT10]: This is very nicely stated. To
push you a little furtherwhat are some of the
Additionally, since the general meaning of a problem rather than specific words or strategies you might expect to see? What are some of
phrases determines both the difficulty of the problem and the processes students use to solve it, the challenges the students might face?
I think that this higher difficulty problem will force my students to be more reflective and Commented [GLT11]: Provide an opportunity for (?)
 Hayse 2

strategic about how they choose to solve the problem than they might have been when working
with familiar numbers within 20 (Chapin and Johnson 56). This will also help to build their
understanding around why different strategies are effective and how to best utilize them when
working with larger numbers that are more difficult to represent. Commented [GLT12]: This is something that you will
have to help make explicit during the After part of the
lesson.
How
This is going to be an inquiry-based learning lesson. I will present the students with a Commented [GLT13]: This first paragraph is very clear.
problem at the beginning of the lesson, and they will use tools, each other, and their prior
knowledge of addition and making meaning of word problems to solve it using a strategy that
works well for them. Throughout the lesson I will act as a facilitator to guide the students
towards an understanding of using strategies to defend their arguments, but I will do my best to
step back and let the students build their own understanding. I will also serve as a facilitator
during the debrief to help students critique and add on to their own and others understanding.

Task: I will use a modified version of the carrot seed packet problem with an incorrect answer,
that students will then need to reason with to decide whether or not the answer given is correct, if
not, what is the correct answer, and how can they prove that their answer is correct instead of the
given answer. This task will require the students to think deeply about the problem, and Commented [GLT14]: Or how they can prove that the
hopefully elicit multiple strategies that will then make for a meaningful discussion during the original answer is correctif that is their contention,
right? Just wanting you to be thinking about how you
lesson debrief. pose the task so that it is not obvious to them what the
Discourse: As a first grade teacher, I will provideing scaffolds for the students to help develop right answer is!
discourse around mathematical thinking. While I will acknowledge their answer when discussing Commented [GLT15]: Great! What kinds are you
the problem, I will emphasize the strategy that they used and why it was or was not helpful in thinking of.
guiding them towards the correct answer. I will also prompt students to comment on one
anothers strategies and thinking, which is a new idea for these students in the math classroom. Commented [GLT16]: How are you thinking of doing
Tools: I will encourage students to use appropriate tools to help support or explain their thinking this? One idea is to have students offer compliments or
questions on each others work. Another is to ask
as they work to solve the problem. students to say if they have been convinced by an
Norms: I will reinforce norms around discussion like using the I agree/disagree hand signals, argument given by another student and why/why not.
listening to our peers, and talking to the class, not the teacher. Students will listen to each others There are other structures you could go with toowhat
are you thinking?
reasoning and work together to come to an understanding of the most efficient strategies to
Commented [GLT17]: What tools are you thinking they
determine the correct answer. might use? How will you encourage them to use them?
Diversity, Equity and Access: I will make the problem accessible to all of the students in the
Commented [GLT18]: Excellent. What about norms for
group by providing scaffolds to struggling students if necessary (these are described below in the the work portion of the task? (I mean when they are
accommodations section). solving.)
Commented [GLT19]: This sounds good. What about
Why the type of activity you have chosen and the type of
question you have chosen. In what ways do they
I was motivated to try an investigation problem with these students., since I have seen, in promote equity of access?
my experience working with them so far this year, that they enjoy number talks, and other ways
Commented [GLT20]: This section is very clear.
of deep thinking about their math practice, but they often dont get to experience this when they
are just working out of the Envisions workbook. Additionally, I plan to conduct my math
teaching through investigation lessons next year and throughout my teaching career, so this small
group is a good opportunity for me to see what it actually requires to begin to teach math in this
way. Additionally, based off of my own experiences learning math, as well as hearing about my
classmates experiences, learning math without developing a concrete understanding of the
concepts and practices can be damaging in terms of future math learning, as well as confidence
in the math classroom. Therefore, as a teacher, I strongly believe in teaching for understanding
 Hayse 3

and one of the best ways for students to develop understanding is to come to it through reasoning
and discussion with peers under the guidance of the teacher.
Finally, of course, the standards and curriculum did influence my decision to teach this
lesson as well. On the day that I will be teaching my lesson, my mentor is supposed to be
teaching about critiquing reasoning, so it was important that that mathematical practice was a
central part of my lesson. Additionally, since students have been working on adding and addition
strategies, I decided to choose an investigation where students may choose to add as a way to
solve the problem, so that they continue to practice the addition strategies that they have been
learning as well and that operation fits into the curricular sequence.

Lesson Plan
Goals/Objectives Commented [GLT21]: These make sense. What I think
- Students will be able to use mathematical reasoning to defend their solution is missing from here is a focus on the addition. What
will they be able to do with addition in order to solve the
- Students will be able to critique both peers and their own answers to story problems problem?
- Students will be able to use their knowledge of additive strategies to solve a
multiplicative story problem

Standards
CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.
- Although this problem requires students to work outside of 20, the strategies that they
develop will help to build their understanding when solving problems within 20.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them,
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Materials and Preparation

- Math Tools: Hundreds chart, unifix cubes, counting bears, counters, number line,
whiteboard/markers
- I will need to provide a space to teach the lesson. I am going to either use the library, (if
available), the auditorium, or the room right outside the auditorium. Back up is to teach in
the classroom during math centers. I will bring all of the tools needed to the space for the
lesson.
- I will type up the exit slip and put it on a half sheet
- I will need a clipboard and the assessment checklist
- I will need a printed copy of the problem to read out to the students

Classroom arrangement and management issues

As I mentioned in the above section, I am still working out the details on exactly where I
will be able to teach my lesson. Wherever I teach it, I know that I want the students to begin in a
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close circular arrangement., since in a small group, Tthis is how I will best be able to see
everyone and answer questions during the introduction. However, after the introduction, I will
encourage the students will be encouraged to work wherever in the room they are best able to
access the tools they need to help them solve the problem. And during the debrief, students will
travel to the location where the presenting student is working, so again, their seating arrangement
will be unstructured.
My students are accustomed to being able to choose their own spot where they are able to
work well both during independent reading and math games, so I plan to remind them of this, but
I really dont anticipate any management issues surrounding where students are working. If Commented [GLT22]: What about potential issues with
space becomes a serious issue, I will work with that student to move his/her investigation back to manipulatives?
his/her their desk and work on it there.

Plan (44 mins)

Before (Launch): I will say: Today were going to do something a little different for math;, Commented [GLT23]: I think its smart that you have
were going to do a math investigation. Im going to give you a math problem, and you can solve scripted out what you think you will say. You dont need
to follow this exactlyand wont, in the moment, but
it in any way that you would like. What are some tools we have that might help us solve a math having done the thinking about how to communicate it
problem? [elicit responses from students]. [I will have brought a hundreds chart, the students clearly will really help you.
unifix cubes, whiteboards and markers for the students, counters, anything else?]. In just a Commented [GLT24]: I wonder if this is a hard question
moment, Im going to read a problem, I am going to read it two times. After I finish reading it, to answer without knowing what the problem
isperhaps you could just tell/show them what you
Im going to give you some time to think about and solve the problem. You can use any tools that have available?
you would like that we have in the room to help you solve it and understand your thinking. After
you solve it, dont erase your work or put away your tools, instead, I want you to be able to show
each other your thinking. So, Im going to read the problem two times., Hhow many times? [Two Commented [GLT25]: I wonder if you should be writing
times]. And when you think youve solved the problems, what do you do with your tools? [Leave some of the info from the problem down after you say it
(like 6 packs 9 in each pack; 15 total?. That
them.] Exactly, because I want us to be able to share our thinking at the end. This investigation removes unnecessary cognitive load so that they can
isnt about who can find an answer the fastest, but instead, I really want you to take your time devote brain power to thinking about math.
and be able to understand what youre doing. Any questions before I read the problem? [Read
Problem]. On Halloween, Allie got 6 packs of m&ms while trick or treating. There are 9 m&ms
in each pack. Her friend, Rob, tells her that she has 15 m&ms in all. Is Rob correct? If yes, why?
If no, how many m&ms does Allie have? (4 mins) Commented [GLT26]: I think you picked a good
multiplication problemits close to 10, so some
students might use reasoning about 10s to help them,
During (Work/Explore): Students will work individually or in groups using tools of their but its manageable if students end up doing something
choice to solve their problem. I will walk around to different groups and listen in to discussion to that involves counting by ones. Did you intentionally
make the answer unreasonably small. Im guessing you
try and gain an understanding of reasoning. I will use my checklist as well to assess student picked it because the sum of 6 and 9 is 15. Just
understanding at this time. I will also use this time to check in with students who are struggling wondering what your thinking is on choosing something
with the problem to help scaffold the problem for them. I want to focus on doing a lot of so small. Im not disagreeingjust looking for your
reasoning.
listening during this time, but some questions I could ask might be: Can you tell me what youre
thinking about? What is the problem asking? Why did you choose to represent it this way? How Commented [GLT27]: How will you organize this?
can you prove that your answer is true? (20 mins) Commented [GLT28]: Maybe Tell me the story of the
problem in your own words.

After (Discuss/Debrief and Wrap Up): After giving the students about 15-20 minutes to work, Commented [GLT29]: I wonder how students will
answer this question. Why is often a hard question for
or, when I see that everyone has been able to use a strategy to find an answer, I will bring the students to answer. Perhaps you could ask: Can you
group back together. I will say: I heard so much great thinking going on around the room as I show me how your strategy works? I guess it depends
was walking around and that has made me really excited to hear about everyones strategies. on what you are hoping to understand better by asking
it.
Something that I saw that I really loved was that everyone chose the strategy that worked best
Commented [GLT30]: Nice!
 Hayse 5

for them. While we are sharing, I want you to pay extra attention to how your friends chose to
solve the problem, so even if it isnt the strategy that you would choose, you can understand how
and why they came to an answer. I will decide in the moment, which student to ask to share out
first, starting with a strategy that I think will make sense to the other students and finishing with
more complex strategies after students have spent a lot of time thinking about the problem and
building their understanding. After each student shares, I will ask the other students to: explain Commented [GLT31]: This is a really nice idea!
the strategy in their own words, to give a compliment, or to ask a question. As students are Commented [GLT32]: Wonderful.
sharing their strategies, I will pause and ask them to rephrase at points where I think that the
mathematical idea may be becoming convoluted or confusing. My talk moves during this portion
of the lesson will be directly related to helping students develop and understanding for and the
skills to construct arguments and critique the reasoning of their peers, which is the overarching
goal of this lesson. (15 mins) Commented [GLT33]: I wonder if it would be helpful to
frame this conversation a little like a number talk. You
could start by gathering answers (both to the yes/no
Exit Slip: The exit slip will be a problem from the Envisions math workbook about critiquing question and the numerical question). You could then
reasoning (It is the demonstration question for the lesson that this is supposed to replace). This talk strategies in terms of convincing each other. In
will let me know whether students understand the concept of critiquing based on the other words, you could say, Ben would like to try to
convince us that Rob is incorrect, and that Allie has 51
investigation lesson that I did with them. It will assess the same ideas from the lesson in a mnms. Lets look and listen and see if we are
smaller scale format that the students can do without a 20 minute investigation. Problem: A Pet convinced. Then kids could either say why they were
Store has 9 frogs. 5 of the frogs are green and the rest are brown. Lidia adds 5 +9 and says that convinced by the argument, why not, or ask
questions
the pet store has 14 brown frogs. Is she correct? Circle whether you agree or disagree. Use
pictures, words, or equations to explain your reasoning. (5 mins)

Anticipate student responses and possible responses

Anticipated strategies: Commented [GLT34]: I wonder if any kids will reason
- Counting up groups of unifix cubes or other manipulatives that 15 is wrong because its way too small in some
way.
- Drawing groups on a whiteboard or on paper
- Using a hundreds chart Commented [GLT35]: How might a student use a
- Making the 9 a 10 and skip counting to 60 and subtracting 6 hundreds chart for this problem?
Anticipated areas of confusion:
- This is the first time this year that students have worked with critiquing problems. I think Commented [GLT36]: This was smart to anticipate and
that the fact that there is already an answer but it may be wrong might be confusing to consider how you would handle it.
them. If this arises, I will guide them towards just trying to solve the problem without
thinking about the answer and if their answer doesnt match, how can they prove that
theirs is correct?
- Another area of confusion could be that the students are intimidated by the large
numbers, since we have mostly been working within 20 up until now. If this arises, I will
ask them how they can model the task to see it more visually, or ask what their approach
would be with smaller numbers.
Commented [GLT37]: Yesthis is a good thing to
- Since the students arent usually left to solve complex problems like this on their own for anticipate also! Asking kids to tell me the story thats
an extended period of time, I worry that when I first set them off to work, they might be going on in the problem can also help.
overwhelmed with where to start. If this happens, I might ask questions like: What tools
A few other areas of confusion: Making the 9 a 10 and
might help us solve this problem? What strategy might we use to solve this problem? counting by 10s to 60 and then subtracting 9 (instead
What do we know about the problem? of 6).
Managerial Challenges:
Adding 9 and 6 to get 15 and saying the Rob is correct.

Its worth thinking about how you might respond to

those two.
 Hayse 6

- Using math tools always presents a potential managerial challenge. I will reinforce that
the tools are tools not toys, and if a student is misusing a tool, after one reminder, if the
tool still isnt being used to help them in their reasoning, I will take it away.
- Outside of number talks, students arent normally asked to share and extensively
comment on each others math reasoning. I will reinforce the norms for sharing out, one
student is speaking and that there will be a time for questions and comments. And remind
students to use their hand signals. Commented [GLT38]: It will also help to regularly ask
students to repeat each others thinking, or stop long
explanations mid way and ask if students want to pose
Assessment of the goals/objectives listed above questions on what they have heard so far.
Students will have reached the goals for the lesson if:
- They successfully understand why the answer to the presented problem was incorrect
- They are able to come up with and defend the accuracy of their own answer to the
problem
- They apply their knowledge of additive strategies to solve the problem
- They are able to discuss, restate, and understand their peers strategies

The checklist I created to assess both additive understanding and proficiency in critiquing and
defending reasoning will help me to formatively assess where to further work with students on
further lessons.

The exit ticket will allow me to formatively assess if students can critique a problem and
successfully apply their own reasoning to find the correct answer. This can also help me to see
areas of weakness in understanding and to plan future lessons.

Accommodations
If students find the material too challenging: I will help scaffold the problem by breaking it
down. I will ask questions like. Do we know how many m&ms are in one pack? How can you
find out how many are in two packs? What tools might be helpful for modeling our thinking Commented [GLT39]: This is an excellent supporting
about this problem? I think that asking these questions will help to break the problem down in a question.
more manageable way.

If students find the material too easy/finish quickly: An extension question could be How many
m&ms are in 6 packs? What about 7 packs? Can you find a pattern between the number of packs
and the total number of m&ms? How could that pattern help you solve the problem for any
number of packs? Commented [GLT40]: What pattern are you think that
they might be seeing? How will this extension help
them build on the main idea of the lesson?
 Hayse 7

A pet store has 9 frogs. 5 of the frogs are green and the rest are brown. Lidia adds 5 + 9 and says that
the store has 14 brown frogs. Is she correct? Circle whether you agree or disagree. Use pictures, words,
or equations to explain your reasoning.

Agree Disagree
 Hayse 8

A pet store has 9 frogs. 5 of the frogs are green and the rest are brown. Lidia adds 5 + 9 and says that
the store has 14 brown frogs. Is she correct? Circle whether you agree or disagree. Use pictures, words,
or equations to explain your reasoning.

Agree Disagree
 Hayse 9

Assessment Checklist: Additive Reasoning and Mathematical Practice 3 Critiquing the reasoning of others Commented [GLT41]: This checklist looks great!

Student Name: Interprets Uses a Uses a Uses an Clearly explains Engages with peers Other comments:
Problem counting transitional additive thinking behind strategies in a
Correctly: strategy strategy strategy their answer and meaningful way:
(OGAP) (OGAP) (OGAP) defends its (restates, asks a
correctness question, makes an
(MP3) insight or connection)
(MP3)
 Hayse 10

Works Cited

Chapin & Johnson,Math Matters, Understanding the Math You Teach Grades K-8. Math
Solutions Publications, 2006.

Common Core State Standards. Standards for Mathematical Practice.

http://www.corestandards.org/Math/Practice/

Hiebert, et al. (1997). Making Sense: Teaching and learning mathematics with understanding.
Portsmouth, ME: Heinemann.

OGAP Additive Reasoning Progression. 2016.